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ERIC Number: EJ1249102
Record Type: Journal
Publication Date: 2020-Apr
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1694-609X
EISSN: N/A
Students' Views on Strategic Note-Taking and Its Impact on Performance, Achievement, and Learning
Salame, Issa I.; Thompson, Ashley
International Journal of Instruction, v13 n2 p1-16 Apr 2020
Strategic note-taking is beneficial to students in that it provides a certain way a student can learn, and it can help a student perform better in courses. Taking strategic notes is seen as an important skill that is needed in a college setting. Strategic note-taking involves active listening, processing information, and writing. It is hypothesized that a student's strategic and extensive note-taking can yield a higher performance and achievement. Proper note-taking is a skill that many college students lack. The objective of this research study is to examine whether strategic-note taking improves science, engineering, and mathematics students' performance, achievement, and learning. A survey research was done and collected from 160 students of the City College of New York. The survey questionnaire included Likert-type and open-ended questions, which served to understand the students' views, perceptions, and beliefs about the benefits of strategic note-taking. Data collected from this research project show that note-taking improves students' recall of material, increases students' understanding of the content, assists in preparation for examinations, and improves their overall grades. Note-taking plays a role in gaining knowledge, learning and success in courses. Also, it is noteworthy that our data show a correlation between note-taking and grade point average (GPA); students who take better notes have higher GPAs.
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A